DAILY LESSON LOG FOR School: PAHINGA SUR ELEMENTARY SCHOOL Grade and Section: V-DAISY

IN-PERSON CLASSES Teacher: MYLEEN P. GONZALES Subject: Mathematics

Teaching Dates: MARCH 11 – 15, 2024 (WEEK 6) Quarter: 3rd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Content Standards
b. Performance Standards
c. Most Essential Learning
Competencies (MELCs)
d. Learning Objectives
II. LEARNING CONTENT
(Subject Matter)
III. LEARNING
RESOURCES/REFERENCES
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. LRMDS Materials (SLMs/LASs)
demonstrates understanding of the concept of sequence and solving simple equations.
1. is able to apply the knowledge of sequence in various situations.
formulates the rule in finding the
next term in a sequence. e.g. 1, 3,
7,15, (15 x 2+1) Possible answers:
(x 2 + 1) (+2, +4, +8, +16) (M5AL -
IIIf – 6)
a. formulate the rule in finding the
next term in a sequence.
Formulating the rule in finding the
next term in a sequence
Coreal T., & Jadulco, D. (2020).
Quarter 3 – Module 13: Formulating
the Rule in Finding the Next Term
in a Sequence [Self-Learning
Module].Moodle. Department of
Education. Retrieved (January 16,
2023) from https://r7-
2.lms.deped.gov.ph/moodle/mod/fol
der/view.php?id=13093
formulates the rule in finding the
next term in a sequence. e.g. 1, 3,
7,15, (15 x 2+1) Possible answers:
(x 2 + 1) (+2, +4, +8, +16) (M5AL -
IIIf – 6)
a. formulate the rule in finding the a. use different strategies to solve
next term in a sequence.
Formulating the rule in finding the Simple Equations Involving One or
next term in a sequence
Coreal T., & Jadulco, D. (2020).
Quarter 3 – Module 13: Formulating
the Rule in Finding the Next Term
in a Sequence [Self-Learning
Module].Moodle. Department of
Education. Retrieved (January 16,
2023) from https://r7-
2.lms.deped.gov.ph/moodle/mod/fol
der/view.php?id=13093
2. is able to use different problem solving strategies
uses different strategies (looking for uses different strategies (looking for
a pattern, working backwards, etc.)
to solve for the unknown in simple
equations involving one or more
operations on whole numbers and
fractions. e.g. 3 x _ + 1 = 10 (the
unknown is solved by working
backwards) (M5AL - IIIf -14)
for the unknown in simple
equations involving one or more
operations on whole numbers and
fractions; and
b. appreciate the use of different
problem-solving strategies to make
solving math problems easier.
More Operations
Serrato E., & Jadulco, D. (2020).
Quarter 3 – Module 14: Simple
Equations Involving One or More
Operations [Self-Learning
Module ].Moodle. Department of
Education. Retrieved (January 16,
2023) from https://r7-
2.lms.deped.gov.ph/moodle/mod/fol
der/view.php?id=13093
To develop the reading skills of
a pattern, working backwards, etc.) pupils through the implementation
to solve for the unknown in simple of the project Catch-Up every
equations involving one or more Friday
operations on whole numbers and
fractions. e.g. 3 x _ + 1 = 10 (the
unknown is solved by working
backwards) (M5AL - IIIf -14)
a. use different strategies to solve
for the unknown in simple
equations involving one or more
operations on whole numbers and
fractions; and
b. appreciate the use of different
problem-solving strategies to make
solving math problems easier.
Simple Equations Involving One or
CATCH UP FRIDAY
More Operations
Serrato E., & Jadulco, D. (2020).
Quarter 3 – Module 14: Simple
Equations Involving One or More
Operations [Self-Learning
Module ].Moodle. Department of
Education. Retrieved (January 16,
2023) from https://r7-
2.lms.deped.gov.ph/moodle/mod/fol
der/view.php?id=13093

Facunla C. (2021). Formulating
rules in finding the next term in a
sequence and using different
strategies to solve for the unknown
in simple equations involving one or
more operations on whole
numbers and fractions [Learning
Activity Sheet]. Department of
Facunla C. (2021). Formulating
rules in finding the next term in a
sequence and using different
strategies to solve for the unknown
in simple equations involving one or
more operations on whole
numbers and fractions [Learning
Activity Sheet]. Department of
Facunla C. (2021). Formulating
rules in finding the next term in a
sequence and using different
strategies to solve for the unknown
in simple equations involving one or
more operations on whole
numbers and fractions [Learning
Activity Sheet]. Department of
Facunla C. (2021). Formulating
rules in finding the next term in a
sequence and using different
strategies to solve for the unknown
in simple equations involving one or
more operations on whole
numbers and fractions [Learning
Activity Sheet]. Department of

e. Other Learning Resources
IV. PROCEDURES
A. PRELIMINARY ACTIVITIES
B. Review the previous lesson/Drill
C. Establishing a purpose for the
lesson/ Motivation
Education Education Education Education
PowerPoint Presentation, laptop, PowerPoint Presentation, laptop, PowerPoint Presentation, laptop, PowerPoint Presentation, laptop, PowerPoint Presentation, laptop,
SLMs/Learning Activity Sheets, SLMs/Learning Activity Sheets, SLMs/Learning Activity Sheets, SLMs/Learning Activity Sheets, SLMs/Learning Activity Sheets,
pens, notebook pens, notebook pens, notebook pens, notebook pens, notebook
a. Greetings
b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
Directions: Identify the nets of Directions: Match the sequence in Directions: Give the pattern or rule Directions: Identify what is being Read and Learn
the given solid figure. Column A to the rule that generates for generating each sequence. described by the statement. (Dolch’s Basic Sight Words)
the terms of
_____1. the sequence in Column B. 1) 1, 4, 7, 10, 13,… Rule:
1. It is a sentence
in mathematics that contains an
2) 3, 8, 18, 38, 78,… Rule: equal sign. 2. It is
a symbol or letter that may take
_____2.
different values.
3) 60, 56, 52, 48, 44,… Rule:
3. It is a fixed
value that does not change.
_____3. 4) 2, 8, 32, 128, 512,… Rule:
4. It is a number
that makes an equation true.
5) 2, 9, 44, 219, 1094,… 5. It is a process
Rule: of finding the solution of an
equation.
___
_
What do you observe in the Consider the following: Consider the following: Spelling time
What do you observe in the picture?
picture?
Which are equations? Which are equations?
Can you solve the value of the Can you solve the value of the
variable to make each equation variable to make each equation
true? true?
The table below answers the first The table below answers the first
question. question.
D. Presenting examples/instances
of the new lesson/Motivation
E. Discussing new concepts and
practicing new skills No. 1
F. Discussing new concepts and
practicing new skills No. 2
Patterns and sequences can be
found in so many designs and
objects in real life such as carpets,
necklaces, table runners, floor tiles,
and many others.
A sequence is an ordered list of
numbers. Each number in the
sequence is called a term. The
three dots (…) mean to continue
forward in the pattern. To fill in the
missing numbers or symbols in a
given sequence, we need to find
out the rule or pattern for
generating the next term.
There are problems in mathematics
that can be solved by observing
sequences and patterns. A
sequence is a list of numbers or
objects in a defined or logical order.
Patterns and repetitive sequences
can be found in nature, shapes,
events, sets of numbers and
anywhere. Studying sequences is
not that difficult. You simply need to
analyze the given terms and
identify the rule for generating the
next term in the sequence.
Study the table below:
Patterns and sequences can be
found in so many designs and
objects in real life such as carpets,
necklaces, table runners, floor tiles,
and many others.
A sequence is an ordered list of
numbers. Each number in the
sequence is called a term. The
three dots (…) mean to continue
forward in the pattern. To fill in the
missing numbers or symbols in a
given sequence, we need to find
out the rule or pattern for
generating the next term.
There are problems in mathematics
that can be solved by observing
sequences and patterns. A
sequence is a list of numbers or
objects in a defined or logical order.
Patterns and repetitive sequences
can be found in nature, shapes,
events, sets of numbers and
anywhere. Studying sequences is
not that difficult. You simply need to
analyze the given terms and
identify the rule for generating the
next term in the sequence.
Study the table below:
An equation is a mathematical
sentence that uses an equal sign
“=”. The equal sign indicates that
two mathematical expressions have
the same value. Hence, the
expression on the left side is equal
to the expression on the right side
of the equation.
Arithmetic is concerned mainly with
the study of numbers using
different operations Algebra is
concerned with the study of
symbols or variables and the
operations or rules relating them.
Variables represented by letters are
often used as symbols for numbers.
The essence of algebra lies in
representing quantities as symbols
other than numerals. This is the
advantage of applying algebra and
not arithmetic alone in solving
practical problems. These different
symbols are grouped into
expressions which in turn bring
meaning to equations.
An equation is a statement that two
mathematical expressions are
equal. Many equations contain
variables.
Below are some examples of
equations:
A variable or unknown is
represented by a symbol, usually a
letter, that may take on different
values.
A constant is a fixed value and
does not change.
If an equation involves a variable,
An equation is a mathematical Story Telling
sentence that uses an equal sign
“=”. The equal sign indicates that
two mathematical expressions have
the same value. Hence, the
expression on the left side is equal
to the expression on the right side
of the equation.
Arithmetic is concerned mainly with Reading Comprehension
the study of numbers using different
operations Algebra is concerned
with the study of symbols or
variables and the operations or
rules relating them. Variables
represented by letters are often
used as symbols for numbers. The
essence of algebra lies in
representing quantities as symbols
other than numerals. This is the
advantage of applying algebra and
not arithmetic alone in solving
practical problems. These different
symbols are grouped into
expressions which in turn bring
meaning to equations.
An equation is a statement that two Homeroom Guidance
mathematical expressions are
equal. Many equations contain
variables.
Below are some examples of
equations:
A variable or unknown is
represented by a symbol, usually a
letter, that may take on different
values.
A constant is a fixed value and
does not change.
If an equation involves a variable,
then a solution to the equation is a
number that when substituted to
the variable will make the equation
true. The collection of all the
solutions to an equation is called its
solution set. The process of finding
a solution is called solving an
equation. In solving an equation,
you can try the following:
1. Write the equation
2. Group similar terms on one side.
3. Perform the indicated operations.
4. Simplify the answer.
5. Check.
Example: Find the missing term in
3x ___ + 1 = 10
Working backward is also one way
of solving problems. It is all about
starting with the final solution and
work back one step at a time to get
to the beginning. When you use
work backward strategy, you use
the opposite of the given
operations. (+ to -, - to +, x to ÷, or
÷ to x )
3x ___ + 1 = 10 ( from 10 subtract
1, and from the answer divide 3 )
To see if your answer is correct, go
back to the original equation:
Example 2: Solve x + 3 = 7 using
models.
then a solution to the equation is a
number that when substituted to the
variable will make the equation
true. The collection of all the
solutions to an equation is called its
solution set. The process of finding
a solution is called solving an
equation. In solving an equation,
you can try the following:
1. Write the equation
2. Group similar terms on one side.
3. Perform the indicated operations.
4. Simplify the answer.
5. Check.
Example: Find the missing term in
3x ___ + 1 = 10
Working backward is also one way
of solving problems. It is all about
starting with the final solution and
work back one step at a time to get
to the beginning. When you use
work backward strategy, you use
the opposite of the given
operations. (+ to -, - to +, x to ÷, or
÷ to x )
3x ___ + 1 = 10 ( from 10 subtract
1, and from the answer divide 3 )
To see if your answer is correct, go
back to the original equation:
Example 2: Solve x + 3 = 7 using
models.
 Check: Check:
Substitute x = 4 in the equation. Substitute x = 4 in the equation.
x+3=7 x+3=7
4+3=7 4+3=7
7=7 7=7

Example 3: Solve for d in the Example 3: Solve for d in the

equation equation
d+3=5 d+3=5
. .
Solution: Solution:
d+3=5 d+3=5
d+3–3=5–3 d+3–3=5–3
Subtract 3 from both sides of the Subtract 3 from both sides of the
equation equation
d=2 d=2

To check the solution, substitute 2 To check the solution, substitute 2

for d in the equation for d in the equation
Check: Check:
d+3=5 d+3=5
2+3=5 2+3=5
5=5 5=5
Example 4: Solve 2b = 10. Example 4: Solve 2b = 10.

To check the solution, substitute 5 To check the solution, substitute 5

for b in the equation for b in the equation
Check: Check:
2b = 10 2b = 10
2(5) = 10 2(5) = 10
10 = 10 10 = 10

G. Developing Mastery (Leads to
Formative Assessment)
Directions: Find the next three
terms in each sequence. Then,
write the rule in finding the next
term.
Directions: Read each statement Directions: Solve each equation. Directions: Compare the solutions
carefully. Write True if the 1. x+2 = 5 of equations in each number. Use
statement is correct. If the >,Use >, <, or = in
statement is incorrect, write False the circle.
and change the underlined word,
number, or symbol to make it
correct.

H. Finding Practical Application of
Concepts and Skills in Daily Lives
I. Making Generalization and
Abstraction
J. Evaluating Learning
K. Additional activities for
application or remediation
How do you apply patterns or rules
in your everyday living?
How to find a missing number
(term) in a sequence?
Directions: Given the first term and
the rule, make a sequence
consisting of four (4) terms.
1) In the sequence 3,
7, 15 and 31, you have to multiply
by 2 and add 1 to get the next term
which is 63.
2) The first term in a
sequence is 4. If the rule is “add 5
and subtract by 2”, the first 5 terms
of this sequence are 4, 7, 10, 13,
and 15”.
3) A pattern is a list of
numbers or objects in a defined or
logical order.
4) 4, 8, 12, 16 and 20
form a sequence. 8 is called the
second term. 5) The
rule of the sequence 4, 9, 19, 40,
79… is “multiply by 2 and add 1”.
How do you apply patterns or rules
in your everyday living?
How to find a missing number
(term) in a sequence?
Directions: Find the missing term
and give the pattern rule of the
following sequences.
2. 4x – 5 = 11
3. 3x = -9
4. 2 + 4x = 14
5. 20 – 5x = 30
How can you connect the finding of How can you connect the finding of
solution/unknown in mathematics in solution/unknown in mathematics in
everyday living? Cite two (2) everyday living? Cite two (2)
examples. examples.
How to find the unknown and How to find the unknown and
variable in an equation? variable in an equation?
Directions: Inside the box are Directions: Find the value of the
possible answers for the given variable that will make each
equations. Match the letter of the equation true. Match each letter
correct solution to each equation. with the correct answer in the code
below to answer the question “What
A. -4 is your idea about Math in your
B. 4 life”?
C. 10
D. 5
E. 3
___1. 5x – 1 = 14 Code:
___2. 2x =10
___3. 2x – 9 = 11
___4. -4x – 3 = 13
___5. 3x + 3 = 15